Behaviour for Learning Policy

Policy details

Date created - 01/09/23

Date most recently reviewed by governors - 27/06/24

Responsibility for review: Vice Principal: Behaviour & Attitudes

Contents

Policy details        

1. Policy Statement and Purpose
2. Rules and Ways of Being
3. Rights and Responsibilities
4. Developing Positive Behaviour
5. Rewards
6. Classroom Strategies and Expectations
7. Expectations around the Academy
8. Expectations outside of school
9. Consequences
10. Further Interventions and Support
11. Child on Child Abuse
12. Suspensions
13. Permanent Exclusions
14. Searching, Screening and Confiscation

1. Policy Statement and Purpose

Co-op Academy Priesthorpe ensures all students have the best opportunities within and beyond the classroom to be great learners. We develop our students’ thirst for knowledge each day and enable them to achieve great outcomes through the very best teaching, underpinned by the principles of resilience and independence. We encourage all our students to be aspirational, achieve excellent outcomes and develop into citizens of the future who are well equipped for the world of work and beyond. Our Behaviour for Learning (B4L) policy is driven by our desire to improve outcomes for all our students, and maximise their personal development, regardless of their background.

Aims

• Outline clear expectations for how students should behave in the Academy and beyond. (Ready, Respectful, Safe)
• Students, staff and parents work together to reinforce a ‘high expectations and no excuses’ culture around positive behaviour across all areas of the Academy.
• ‘Priesthorpe Pathways’ are used clearly and consistently in the classroom and are underpinned by a core belief in the power of restorative practice.
• Students at Priesthorpe take pride in their achievements on a daily basis, with consistent effort being the cornerstone of their positive contribution to our Academy community.

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Coop Academy Priesthorpe website):

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education 2022

Education Act (2002), as amended by Education Act (2011)

Education and Inspections Act (2006)

School Discipline [Pupil Exclusions and Reviews] – England – Regulations (2012)

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Ready, Respectful, Safe

Our school expectations of Ready, Respectful, Safe are influenced by research conducted in 2019 by the Education Endowment Foundation (EEF), which states that behaviour should be taught as well as managed in school. This 2019 report entitled ‘Improving Behaviour In Schools’ makes it clear that teaching students learning behaviours alongside managing behaviours is extremely effective. We believe behaving well is not an accident; it emerges over time and, with substantial guidance from teachers and parents, all are capable of ‘great’ Behaviour for Learning.

Ready

• Attend every day.
• Be on time to every lesson every day.
• Be in full school uniform and have the equipment needed to learn.

Respectful

• Be polite and respectful to everyone.
• Always follow instructions the first time.
• Be kind and look after those in need

Safe

• Include everyone and celebrate diversity.
• Report anything that may put yourself or others at risk.
• Think carefully about your words and actions.

Engagement in Learning

Students receive an Engagement in Learning grade at each Data Sweep from their subject teachers. These reflect their levels of effort, behaviour, and overall approach to their learning. This is one easily defined grade which can be seen in the table below, clearly outlining our expectations within the classroom.  

The table below shows the criteria which reflect a 1, 2, 3 or 4

3. Rights and Responsibilities

The Academy Governing Council (AGC)

The AGC is responsible for monitoring this Behaviour for Learning policy’s effectiveness and holding the Principal to account for its implementation.

The Principal

The Principal is responsible for reviewing and approving this Behaviour for Learning policy.

The Principal will ensure the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

Staff

Staff will receive the following:

• All staff will receive training at the start of the academic year and be given the policy.
• Regular training updates and further CPD during designated CPD time.
• New staff to receive an induction of the school policies and procedures in managing behaviour.
• Quality assurance of how staff establish a culture of great behaviour and routines in their classroom will take place via regular drop-ins, learning walks and feedback from senior and middle leaders.
• Elements of department time will be used to ensure systems and routines are used and understood.

Staff are responsible for:

• Implementing the Behaviour for Learning policy consistently.
• Modelling positive behaviour.
• Providing a personalised approach to the specific behavioural needs of particular students.
• Recording behaviour incidents on Arbor.
• The Academy Leadership Team (ALT) and Student Support Team work closely with teaching and associate staff in responding to behaviour incidents.

Parents

Parents are expected to:

• Support their child in upholding our ‘Home / Academy Agreement’.
• Inform the school of any changes in circumstances that may affect their child’s behaviour.
• Discuss any behavioural concerns with the Year Manger or the child’s Coach promptly.

Students

Students will receive:

• Key expectations i.e. Ready, Respectful, Safe and routines for students will be established via assemblies, Coaching, role modelling, rehearsal, and consistently reinforced on a daily basis
• Processes and routines are shared on a regular basis with students and families to allow all to be fully aware of our expectations, along with specific rewards and consequences.

Students are expected to:

• Follow Academy expectations at all times.
• Be positive role models within and beyond the Academy.
• Support a positive climate for learning at all times, enabling themselves and others to succeed.

4. Developing Positive Behaviour

Staff Induction

All staff complete an induction programme when they start at the Academy. This includes: New Staff Induction Day, Training Days during the year, and regular updates via development videos.  

Student Induction

Students receive ‘expectation’ assemblies at the beginning of the first half term and regular updates during their coaching sessions.

5. Recognition

Rewards

The rewards system at Co-op Academy Priesthorpe has been designed to create a positive climate for learning, and promote strong relationships between staff and students through a respectful culture. The rewards structure is explicitly linked to the Academy House System with students earning House points for independent rewards as well as for their respective House.  Maintaining an effective climate for learning is a platform for learning and student progress. It is important that staff have a full and varied toolkit of strategies at their disposal to maintain safe and productive classrooms.

The advantages gained from reward systems are not solely an improved climate for learning and increased motivation. Students also display psychological responses, including:

• positive behaviour is normalised and low-level disruption discouraged, improving classroom atmosphere and behaviour in the wider school community
• pride through achievement
• joy at success
• motivation to achieve
• increased self-confidence

Rewards Structure

‘Ways of Being’ Co-op

6. Classroom Strategies and Expectations

Priesthorpe Pathways

Priesthorpe Pathways are the steps the Academy takes to ensure a positive climate for learning. This involves consequences for students should they choose not to meet our minimum expectations. We ask that parents, students and staff work together closely to ensure all our students are fully prepared to meet the challenges and opportunities ahead of them.

C1 - Choice - Students are given the opportunity (C1) to change their behaviour. They are advised of the consequences of continued poor behaviour.

C2 - B4L Code - Student receives a Behaviour for Learning code (B4L). This will be added to Arbor. A ‘Reset’ will be given at this point to support the student to change their behaviour.

C3 - Whole School Referral - Student receives a C3 and will be removed from the classroom and placed in the Whole School Referral for the remainder of the day. If they are removed during period 5 they will be placed in the referral room periods 1, 2 and 3 the following day.

Behaviour Consequences (Codes)

Our expectations are based on strong communication skills such as, active listening and respectful language, taking responsibility for one’s own actions, respect, and courtesy for others. We are committed to the principles of Restorative Practice to address concerns in any of these areas.

Behaviour for Learning

A student will receive a Behaviour for Learning code (B4L) if their behaviour or classwork does not meet the required standard after a C1 warning.

Defiance

Students will receive a Defiance code if they deliberately do not follow a member of staff’s reasonable request or instruction. A 60 minute detention will be administered for the following evening.

Community Conduct

A student will receive a Community Conduct code (CC) for any behaviour in the classroom, on the corridors or outside which is deemed dangerous or harmful to the school community. For example, swearing, dropping litter or running in the corridors. A student will receive a 60 minute after school detention for the following day.

Equipment

A student will receive an Equipment code if they forget a piece of essential equipment. Examples of this include a pen, book or PE kit. If a student receives 3 equipment codes they receive a 60 minute after school detention the following evening. We understand that, at times, students may need additional support with the provision of equipment. We are keen to work closely with parents and carers at these points to find practical and supportive short term solutions.

Late

Students are able to access the school building from 8.00am on Monday, Wednesday and Friday, and from 8.30am on Tuesday and Thursday. They must be in their first lesson or Coaching by 8.30am on Monday, Wednesday and Friday, and 9.00am on Tuesday and Thursday.

Academy registration closes at 9:00am prompt on Monday, Wednesday and Friday, and 9.30am on Tuesday and Thursday.

Arrival at lessons after 8.30am but before 9.00am (Monday, Wednesday, Friday) or 9.00am but before 9.30am (Tuesday, Thursday) will result in a break time detention on the same day. Arrival after 9.00am (Monday, Wednesday, Friday) and 9.30am (Tuesday, Thursday) will result in a 60 minute detention after school the same day.

Accumulations of Poor Behaviour

C2

If a student receives 5 C2 codes within a half term they will undertake a day in Room for Improvement  

C3

If a student receives 3 C3 codes within a half term they will undertake a day within our Room for Improvement.

If a student receives 5 C3 codes within a half term they will undertake a day within Offsite at another school Room for Improvement.  

Equipment

If a student receives 3 Equipment codes within a half term they will undertake an after school detention the following evening

7. Expectations Around the Academy

Uniform

At Co-op Academy Priesthorpe our high expectations are reflected in our uniform. We have a uniform that is sensible, practical and easily maintained, and one that students wear with pride. The uniform makes an important contribution to our Academy ethos and values. Students are expected to be in full Academy uniform when they enter the school building before the start of the school day. The following consequences will be applied, per half term, if this policy is not followed.

1st - Warning

2nd - 60 minute detention

3rd - 1 Day in Room for Improvement

4th - 1 Day Alternative to Exclusion  

Uniform (Years 7 – 11)

The following items are our items with distinctive characteristics:

Co-op Academy Priesthorpe Black Blazer with Academy logo in white.

Co-op Academy Priesthorpe Tie – The tie stripe must be in the student’s House colour.

Optional

Black V Neck Jumper – This must have the Academy logo.

All of the above items can be purchased at Rawcliffe’s Ltd, Bradford or Whittakers Schoolwear, Farsley.

Footwear must be 100% black (no additional colour), low heeled, no high-ankle/boots unless they are under trousers. Shoes that have brand logos on the side will be permitted so long as the shoe remains: 100% black (no additional colour including any white flecks/logos this includes the sole).

Black, appropriate-length skirt.

Black trousers (no jeans, jeggings, leggings, trousers with studs or cargo trousers).

Plain white shirt/blouse

All of the above items can be purchased at many high street retailers.

PE Kit – Key Stage 3

• Black polo shirt with academy logo
• Black football shorts
• Reversible games shirt (boys only)
• Black football socks
• Black or white sports socks
• Trainers
• Football boots (boys only)
• Optional black hooded sweatshirt with our academy logo

These can be purchased at Rawcliffe’s Ltd, Bradford or Whittakers Schoolwear, Farsley.

PE Kit – Key Stage 4

• Black polo shirt with our academy logo
• Black shorts, leggings or tracksuit bottoms
• Optional black hooded sweatshirt with our academy logo
• Trainers

These can be purchased at Rawcliffe’s Ltd, Bradford or Whittakers Schoolwear, Farsley.

Jewellery

Earrings to be studs only and necklaces to be worn underneath the school uniform.

No facial piercings to be worn, beyond a single nose stud. Nose rings are not permitted.

Equipment

Please find below the minimum equipment all pupils require each day.

1 black or blue pen

1 green pen

1 pencil

15cm ruler

1 black whiteboard pen.  

Pupils are expected to bring their equipment to school every day. If they do not have this in a lesson they will receive an equipment code on Arbor.

Entry to school

The school will open at 8.00am (Monday/Wednesday/Friday) and 8.30am (Tuesday and Thursday) for all students who wish to access a free breakfast in the dining hall. This can be accessed via the Post 16 entrance.

The doors to school by the main entrance and Rockwoods entrance will be opened 10 minutes before the start of the school day. Students are expected to be in coaching or lessons before the bell which will sound at 8.30am (Monday/Wednesday/Friday) and 9.00am (Tuesday and Thursday). Staff will be present at both doors, meeting, greeting and checking uniforms of all students. Students are expected to enter the school building in full school uniform.  

Entry to lessons

Students are expected to attend lessons punctually and in a calm manner, ready to learn. Students must be in lessons no later than 3 minutes after the start of the lesson.

Punctuality

Students must be in their first lesson or Coaching by 8.30am on Monday, Wednesday and Friday, and 9.00am on Tuesday and Thursday.

Students will be allowed 3 minutes of transition time from their social times and lessons. If a student arrives at a lesson more than 3 minutes after the start then they will be given a 60 minute detention the following evening.

Mobile Phones/Airpods

Students are permitted to bring a mobile phone into the academy, but it should be switched off before they enter the school gate and only switched back on at the end of the day when students are outside the building. Students’ mobile phones/Airpods should not be seen or heard by a member of staff to avoid confiscation.

If a student is found using their mobile phone or Airpods (this includes the device ringing, vibrating or making sounds to notify the user of alerts etc.) it will be confiscated and only returned to a parent or carer who will have to come and collect it from the academy.

This will also lead to an after school detention the following evening. Should a student refuse to hand over their mobile phone they will be placed in the Room for Improvement for the day.

Staff have the power to search students’ phones as set out in the Department for Education’s (DfE’s) guidance on searching, screening and confiscation. Under the direction of the Principal, staff can search a pupil’s phone if they have reason to believe the phone contains information relating to a crime or causing personal injury. All searches must be authorised by the Principal or the Designated Safeguarding Lead (as a delegated power).

Certain types of conduct, bullying or harassment can be classified as criminal conduct. The academy takes such conduct extremely seriously and will involve the police or other agencies as appropriate. Such conduct includes but is not limited to:

• Consensual and non-consensual sharing nude or semi-nude images or videos

• Upskirting

• Threats of violence abusive calls, emails, social media posts or texts directed at someone on the basis of ethnicity, religious beliefs, sexual orientation etc.

Energy/Fizzy Drinks

Students are not permitted to bring energy/fizzy drinks onto the school premises at any point. If these are seen by a member of staff they will be confiscated and disposed of.

Corridor Expectations

Students are expected to behave in a safe and respectful way on corridors. This includes walking sensibly and acting appropriately at all times. Students must follow the one way system around the building.

Social time arrangements and expectations

Students' social times will be split into Key Stage 3 and Key Stage 4. Students are expected to act responsibly and respectfully during these times ensuring they keep their environment clean and tidy. They must ensure they eat in the dining room or hall and tidy their area before they leave.

8. Expectations outside of School

Sanctions may be applied where a student has misbehaved off-site when representing the school. Off-site is defined as when a student is:

• Taking part in any school-organised or school-related activity (e.g. school trips)
• Travelling to or from school
• Wearing school uniform
• In any other way identifiable as a student of our school

Sanctions may also be applied where a student has misbehaved off-site at any time, whether or not the conditions above apply, if the misbehaviour:

• Could have repercussions for the orderly running of the school
• Poses a threat to another student or member of the public
• Could adversely affect the reputation of the school

9.  Consequences

Detentions

Detentions at Priesthorpe are all 60 minutes in length and take place at the end of the school day. Detentions are issued for incidents which disrupt teaching and/or engagement. Students may move upwards through the detention system if they fail to attend an initial detention, which has been set by a member of staff. Listed below are all the detentions administered by the school. They all take place in the school hall or a designated room.

Equipment x 3 – 60 minutes after school detention

Late (Morning) – 60 minutes after school detention the same evening

Late (During the day) - 60 minutes after school detention on the following evening

Defiance – 60 minutes after school detention on the following evening

Community Conduct (CC) – 60 minutes after school detention on the following evening

Mobile Phone confiscation - 60 minutes after school detention on the following evening

Uniform - 60 minutes after school detention on the following evening

If students fail to attend or fail any 60-minute detention this will be upscaled to them being placed in our Room for Improvement the following day.

Room for Improvement (RFI)

The Room for Improvement (RFI) is used when students do not follow Priesthorpe Pathways or our expectations (Ready, Respectful, Safe). Students will be placed in the RFI for repeated failure to meet expectations. They will complete appropriate work when here.

Twilight

Twilight is a provision designed to assist students who require additional support to engage with the mainstream curriculum. Participants in Twilight attend from 10:30 AM to 4:00 PM each day. Every six weeks, students' progress is reviewed, and support is given to facilitate their transition back to the mainstream curriculum.

Alternative to Exclusion (ATE)

Following the most serious of incidents, we will consider an ATE. An ATE may include our Twilight provision or the use of off-site providers. If a student is issued with an ATE, appropriate work will always be provided and a restorative meeting will follow upon their return to school.

Partial Timetables

In keeping with our drive to promote inclusivity we may, on rare occasions, take the decision to use short-term partial timetables at Co-op Academy Priesthorpe. These will only be considered in the exceptional circumstances listed below:

• Where a medical condition, child protection issue, or mental health prevents a student from attending full-time education.  
• Where the student is displaying challenging behaviour repeatedly, and the school is seeking an alternative to permanent exclusion.
• Where a student joining the academy has significant special educational needs and a reduced timetable would help them familiarise themselves with the academy and its routines.

When a partial timetable is being considered, the following steps will be taken to ensure it is in the best interests of the student.

• A meeting with parents and carers will take place to ensure they understand the reasons for the proposed plan and how this will support their child.  
• A clear plan for the student to catch up on any lost learning will be agreed with the parents and Year Manager. i.e. through remote learning.
• Targets will be set for the student and reviewed after two weeks. At this stage the arrangements may be extended, the timetable increased, or the student returned to a full time timetable. These reviews will take place fortnightly.

10. Further Intervention and Support

Student support

The school recognises its legal duty under the Equality Act 2010 to prevent students with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the student.

The school’s Special Educational Needs Co-ordinator (SENCO) will evaluate a student who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a student, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.

11. Child on Child Abuse

Coop Academy Priesthorpe is committed to ensuring a climate of safety for all students by challenging inappropriate behaviour between peers. We have a zero tolerance approach of all forms of child on child abuse including (but not limited to):

• Bullying (including cyberbullying, prejudice-based and discriminatory bullying)
• Abuse in intimate personal relationships between peers
• Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse
• Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
• Consensual and non-consensual sharing of nudes and semi nude images and / or videos (also known as sexting or youth produced sexual imagery)
• Upskirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm
• Initiation / hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Part 5 of Keeping Children Safe in Education 2022. The Academy maintains a zero tolerance approach to all forms of child on child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child on child abuse will be proportionate, considered, supportive and will be decided on a case by case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all students involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

For more information on how we deal with child on child abuse please see:

Coop Academy Priesthorpe Anti Bullying Policy.

Coop Academy Priesthorpe Child Protection Policy.

Keeping Children Safe in Education 2023

12. Suspensions

Suspensions

Following the most serious incidents the school may consider the use of a suspension. These measures are only taken as a last resort when a serious breach of the Behaviour for Learning policy has taken place. Work will always be provided and a restorative meeting will follow upon their return.

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a student for persistent disruptive behaviour, where despite the school's best effort, a student insists on breaching the school's behaviour policy. A permanent exclusion could also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offences may include:

• Serious actual or threatened violence against another student or member of staff (including online threats or abuse)
• Assault on a student or member of staff
• Sexual abuse or assault
• Supplying or using an illegal drug
• Carrying an offensive weapon (including any article made or adapted for causing injury)
• Serious one off incidents including ‘Hate’ incidents / crime or bullying

 Further information on permanent exclusions can be found in the Trust Exclusion Policy found below.

Please click this link for our Trust Exclusion Policy

14. Searching, Screening and Confiscation

The Headteacher has statutory power to search pupils and possessions if there are reasonable grounds to suspect pupils have prohibited items on their person. Searches may also be carried out by members of staff and contractors authorised by the Headteacher. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance .  When conducting searches, the Headteacher will consider the age and ability of students and make reasonable adjustments where necessary. Where possible, searches will be conducted with the student present and away from other students (unless there is reason to believe that significant harm could happen if we wait).

The school can search a student for any item with their consent and in their presence (e.g. turning out pockets / looking in bags). Staff have the power to search (without consent) if they have reason to believe a student possesses any of the following items:

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes
• lighters and matches
• fireworks
• pornographic images
• any article that has been or is likely to be used to commit an offence, cause personal injury, or damage to property

Wherever possible, searches will be carried out by two authorised members of staff, or contractor,  by staff members of the same gender as the student, and with the student present as a witness. Searches that require physical contact or use of force will always be a last resort. Where the risk is considered significant, they will be conducted by a trained member of staff of the same sex as the pupil, or, if possible, and preferably, by a family member. If this is not possible (due to urgency of the situation) searches will be conducted by a permanent member of staff, with the appropriate training, of the same sex and an appropriate adult (of the same sex). In all cases, only outer clothing will be searched (pockets, bags, shoes etc). No member of the school community will conduct a search that reveals a student’s underwear or skin (beyond shirt sleeves).

Staff will confiscate and retain a student’s property if it is a banned item or any item being used to cause harm to self or others, damage to property, or disruption to the maintaining of a purposeful learning environment. For any confiscated item that is not deemed to be dangerous or potentially / known to be illegal, the confiscating staff member is required to make a proportionate and fair decision about what happens next with the item, for example:

• returning the item to the student at the end of that lesson
• returning the item to the student at the end of that day
• escalating the issue to a member of the Student Support Team / Academy Leadership Team
• discussing with the student’s family about how best to return or dispose of the item

Retention of, damage to, or disposal of a student’s personal property should not be used as a sanction and confiscation, including how the confiscation is followed up. It should only be used to ensure the maintenance of a safe and purposeful learning environment.

Screening

• If a student refuses to be screened, the school may refuse to have the student on the premises. Health and safety legislation requires a school to be managed in a way which does not expose students or staff to risks to their health and safety and this would include making reasonable rules as a condition of admittance.
• If a student fails to comply, and the school does not let the student in, the student’s absence will be treated as unauthorised. The student should comply with the rules and attend.

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent students committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. Headteachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.

The academy follows all DfE guidance for searching, screening and confiscation which can be found here:

Searching, Screening and Confiscation - Advice for Schools

Please also see the Co-op Academies Trust Positive Handling Policy for the process of searching and screening and use of reasonable force (available on the school website).